FORMAT 1
Submit original with signatures + 1 copy + electronic copy to UAF Governance.
See http://www.uaf.edu/uafgov/faculty/cd for a complete description of the rules
governing curriculum & course changes.
TRIAL COURSE OR NEW COURSE PROPOSAL
SUBMITTED BY:
Department
Prepared
by
Email
Contact
Education
Joanne Healy
College/School
ffjh4@uaf.edu
Faculty
Contact
1. ACTION DESIRED
(CHECK ONE):
Joanne Healy
Trial Course
Dept
2. COURSE IDENTIFICATION:
Justify upper/lower
division status &
number of credits:
Education
474-1557
Phone
New Course
Course
#
EDSE
X
No. of
Credits
696
3
Course involves graduate level study. Course will meet for 3 hours of lecture each week.
Special Education Portfolio
3. PROPOSED COURSE TITLE:
4. CROSS LISTED?
YES/NO
If yes,
Dept:
NO
Course #
(Requires approval of both departments and deans involved.
signatures.)
5. STACKED?
YES/NO
If yes,
Dept.
NO
6. FREQUENCY OF OFFERING:
Add lines at end of form for such
Course #
Fall, As demand warrants
(Every or Alternate) Fall, Spring, Summer — or As Demand
Warrants
7. SEMESTER & YEAR OF FIRST OFFERING (if
approved)
Fall 2010
8. COURSE FORMAT:
NOTE: Course hours may not be compressed into fewer than three days per credit. Any course
compressed into fewer than six weeks must be approved by the college or school's curriculum
council. Furthermore, any core course compressed to less than six weeks must be approved by the
core review committee.
COURSE FORMAT:
(check one)
1
2
3
4
5
X
6 weeks to
full semester
OTHER FORMAT
(specify)
Mode of delivery
(specify lecture,
field trips, labs,
etc)
9. CONTACT HOURS PER WEEK:
3
LECTURE
hours/weeks
0 LAB
hours /week
0 PRACTICUM
hours /week
Note: # of credits are based on contact hours. 800 minutes of lecture=1 credit. 2400 minutes
of lab in a science course=1 credit. 1600 minutes in non-science lab=1 credit. 2400-4800
minutes of practicum=1 credit. 2400-8000 minutes of internship=1 credit. This must match with
the syllabus. See http://www.uaf.edu/uafgov/faculty/cd/credits.html for more information on
number of credits.
OTHER HOURS (specify
type)
10. COMPLETE CATALOG DESCRIPTION including dept., number, title and credits (50 words or
less, if possible):
Development of special education portfolio based on UAF School of Education conceptual framework, Council for
Exceptional Children (CEC) Special Education Standards, Alaska Teacher Standards, and Assembly of Alaska Native
Educator (AANE) Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools. Must be taken
concurrently with EDSE 694.
11.
COURSE CLASSIFICATIONS: (undergraduate courses only. Use approved criteria found
on Page 10 & 17 of the manual. If justification is needed, attach on separate
sheet.)
N = Natural
Science
H = Humanities
S = Social Sciences
Will this course be used to fulfill a requirement for the
YES
baccalaureate core?
IF YES, check which core requirements it could be used to fulfill:
O = Oral Intensive,
Format 6
12.
COURSE REPEATABILITY:
Is this course repeatable for
credit?
W = Writing Intensive,
Format 7
YES
X
NO
Natural Science,
Format 8
NO
Justification: Indicate why the course can
be repeated
(for example, the course follows a different
theme each time).
How many times may the course be repeated for credit?
TIMES
If the course can be repeated with variable credit, what is the
maximum number of credit hours that may be earned for this course?
CREDITS
13. GRADING SYSTEM:
LETTER: X
PASS/FAIL:
RESTRICTIONS ON ENROLLMENT (if any)
Minimum of 24 Graduate credits in special education (May include the following UAF
14. PREREQUISITES
courses EDSE: 605, 610, 612, 622, 624, 625, 632, 633, 640, 642, 677) Taken Concurrently
with EDSE 694
These will be required before the student is allowed to enroll in the course.
RECOMMENDED
Classes, etc. that student is strongly encouraged to complete prior to this course.
15. SPECIAL RESTRICTIONS,
CONDITIONS
Admission to the Master in Education in Special Education Program
or the Special Education Certification Program or permission of
instructor.
16. PROPOSED COURSE FEES
NONE
Has a memo been submitted through your dean to the Provost & VCAS for
fee approval? Yes/No
17. PREVIOUS HISTORY
Has the course been offered as special topics or trial course
previously? Yes/No
If yes, give semester, year,
course #, etc.:
18. ESTIMATED IMPACT
WHAT IMPACT, IF ANY, WILL THIS HAVE ON BUDGET, FACILITIES/SPACE, FACULTY, ETC.
The School of Education will hire an additional faculty member to teach special education courses.
EDSE 696 will be taught by the new full time faculty member or a new adjunct faculty member.
EDSE 696 will need a classroom with audio-conference capabilities.
19. LIBRARY COLLECTIONS
Have you contacted the library collection development officer (ffklj@uaf.edu, 4746695) with regard to the adequacy of library/media collections, equipment, and
services available for the proposed course? If so, give date of contact and
resolution. If not, explain why not.
No
Yes
X
10/10/08. Library has over 300 books and numerous
journals in the special education field.
submitted for new book acquisition.
Request was
20. IMPACTS ON PROGRAMS/DEPTS
What programs/departments will be affected by this proposed action?
Include information on the Programs/Departments contacted (e.g., email, memo)
Education
21. POSITIVE AND NEGATIVE IMPACTS
Please specify positive and negative impacts on other courses, programs and
departments resulting from the proposed action.
Positive impacts:

Increased admission to the UAF Master of Education program (Special Education Program).

Potential for increased enrollment in existing teacher licensure programs for Elementary and
Secondary education as applicants to the Special Education program must have a teaching
certificate first.

Increased enrollment in some existing M. Ed. classes (ED 601, ED 603, ED 698, ED 699)

Increased exposure of existing M. Ed. programs (Curriculum and Instruction, Cross-Cultural
Education, Language and Literacy, Reading, Counseling) with bundled advertising of the new
program, may increase student enrollment in those programs.
Negative impacts:

An increase in the advising and graduate committee responsibilities for current faculty.
Potential decrease in the number of applicants to existing M. Ed. program as students may select Special
Education program instead of an existing program.
JUSTIFICATION FOR ACTION REQUESTED
The purpose of the department and campus-wide curriculum committees is to
scrutinize course change and new course applications to make sure that the quality
of UAF education is not lowered as a result of the proposed change. Please address
this in your response. This section needs to be self-explanatory. Use as much
space as needed to fully justify the proposed course.
EDSE 696 is a part of the newly proposed special education certificate program and Master of Education
in Special Education program. UAF is creating this complementary program to the current special
education programs at UAA and UAS due to the severe shortage of qualified special education teachers in
Alaska and nationwide.
APPROVALS:
SIGNATURES ON FILE AT THE GOVERNANCE OFFICE
Signature, Chair,
Program/Department of:
Date
Education, Graduate Program, Anthony Strange
Signature, Chair, College/School Curriculum
Council for:
Signature, Dean, College/School
of:
Date
Education, Anne Armstrong
Date
Education, Eric Madsen
Date
Signature of Provost (if applicable)
Offerings above the level of approved programs must be approved in advance by
the Provost.
ALL SIGNATURES MUST BE OBTAINED PRIOR TO SUBMISSION TO THE GOVERNANCE OFFICE
Date
Signature, Chair, UAF Faculty Senate Curriculum
Review Committee
UAF School of Education:
“Preparing professional educators who are culturally responsive, effective practitioners”
EDSE 696 Special Education Portfolio Development Seminar Credits: 3.0
Instructor: Joanne Healy, M.S.
Day & Time: TBA
Office: Gruening Building 714A
Location: TBA
Phone: (907) 474-1557
E-mail: ffjh4@uaf.edu
Office Hours: By appointment
Prerequisite: Minimum of 24 Graduate credits in special education (May include the
following UAF courses EDSE: 605, 610, 612, 622, 624, 625, 632, 633, 640, 642, 677) Taken
Concurrently with EDSE 694
Required Readings
No required text
Required professional websites:
Alaska State Special Education Handbook
http://www.eed.state.ak.us/TLS/sped/Handbook.html

Council for Exceptional Children: www.cec.sped.org/
Required current and classic readings on selected topics including:
 Academic needs of school age children
 Current issues in special education
 Current practices in special education
 Meeting Special education standards
Will be assigned by the instructor.
WEBSITES RELATED TO SPECIAL EDUCATION
 Council for Exceptional Children: www.cec.sped.org/
 National Clearinghouse for Professions in Special Education: www.special-edcareers.org/
 National Information Center for Children and Youth with Disabilities:www.nichy.org/
 Alaska Department of Education and Early Development, special education.
www.eed.state.ak.us/tls/sped
 U.S. Department of Education, Office of Special Education and Rehabilitative
Services:www.ed.gov/offices/OSERS/
 Technology websites list will be on class resources
WEBSITES RELATED TO ALASKA NATIVE STUDIES
 Alaska Federation of Natives: www.nativefederation.org/flash.html
 Alaska Inter-Tribal Council : www.aitc.org/
 Alaska Native Heritage Center:www.alasknative.net


Alaska Native Knowledge Network: www.ankn.uaf.edu/index.html
Justice Center Website:www.uaa.alaska.edu/just/rlinks/natives
Additional website and supplemental text/journal recommended readings will be assigned by the
instructor dependent on weekly discussions.
List of professional Organizations:
Candidates should become familiar with the following organizations by collecting material,
checking the websites etc. Candidates might wish to make up their own list of helpful websites
based on organizations and specific advice and assistance for teaching student with learning
problems.
Council for Exceptional Children (CEC)
American Psychological Association (APA)
Learning Disabilities Association of America (LDAA)
American Association for Mental Retardation (AAMR)
The Association for the Severely Handicapped (TASH)
International Reading Association (IRA)
Disability Law Center - Fairbanks
Special Education Service Agency (SESA)
Other local associations and organizations with a focus on students with learning problems
and people with disabilities.
Course Materials: A computer with Internet access is required. A UAF email address and
access to Blackboard is also required.
I. COURSE DESCRIPTION
Development of special education portfolio based on UAF School of Education conceptual
framework, Council for Exceptional Children (CEC) Special Education Standards, Alaska
Teacher Standards, and Assembly of Alaska Native Educator (AANE) Guidelines for Preparing
Culturally Responsive Teachers for Alaska’s Schools. Must be taken concurrently with EDSE
694. Candidates must be proficient in Council for Exceptional Children teaching standards.
Alignment With School of Education Mission
The School of Education prepares educators to work in urban and rural Alaska and to work with
K-12 students from many backgrounds, with a particular focus on Alaska Native languages and
cultures. We are particularly committed to enhancing the educational opportunities for Alaska’s
rural and Native populations. Through the UAF rural campuses, we are responsive to local and
regional needs within the state.
Through our programs and professional development courses, we promote the following goals:
 Increase the number of qualified educators for Alaska’s schools
 Enhance the professional skills of Alaska’s K-12 educators
 Develop and support ongoing systemic educational collaborations with Alaska schools and
communities
 Conduct collaborative research on cross-cultural and multicultural education
This course supports the UAF School of Education’s mission by providing students with the
understandings and skills necessary to successfully address the diverse individual and cultural
needs of Alaska’s students, schools, and communities. Emphasis is placed upon understanding
students with exceptional needs.
Technology Focus
This course will help you understand local, state, and national resources for regulations pertinent
to the Individuals with Disabilities Education Act. Using technology as a means of accessing
resources to collaborate and support parents and educators and to share during individual
presentations.
II. COURSE POLICIES
Attendance and Class Participation
Students are expected to participate on time via audio conferences for all classes, participate in
discussions, readings, and write reflections on the information presented. In case of an absence or
tardiness, the student is responsible for getting information and completing an independent
research assignment to be presented at the next class meeting to compensate for missed
instruction. Regular attendance and classroom participation will be considered in determination
of the final grade. Late assignments will only be accepted for a legitimate and excused absence.
Readings
Assigned readings for each class are listed in the class outline. It is expected the material has
been read prior to the start of class.
Assignments Due the day indicated on the syllabus.
Field Experience
At least 15 hours of fieldwork (NO exceptions) are to be completed in a special education setting
during the semester.
The instructor will make assignments to individual classrooms. An
attendance log and reflective journal will be required.
Plagiarism
Academic integrity is a basic principle that requires all students to take credit only for the ideas
and efforts that are their own. Plagiarism is defined as appropriating passages or ideas from
another person’s work and using them as one’s own. Lifting passages of text from the Web is
also plagiarism. Plagiarism is taken very seriously and may result in a student’s dismissal from
the teacher education program. Assignments will be typed and submitted in standard written
English, observing rules of grammar, spelling, punctuation and syntax. Research citations will be
written APA style in all work, as this is the designated style and format for the field of
educational research. Internet citations must include the title of the website, universal resource
locator, date of posting, date of access and other information included on APA format.
Professional and Ethical Behavior
UAF School of Education students are expected to adhere to the Alaska Code of Ethics for the
Education Profession. The standards, adopted by the Professional Teaching Practices
Commission, govern all members of the teaching profession. A violation of the code of ethics
and professional teaching standards are grounds for revocation or suspension of one’s teaching
license.
Student Code of Conduct and Expect Classroom Etiquette
All guidelines and provisions of the UAF Student Code of Conduct will apply; see page 83 of the
2008-2009 UAF catalog or go to http://www.uaf.edu/catalog/current/academics/regs3.html for
further details.
Academic Support Services
Writing support services are available on the UAF Campus in the Writing Center, located in 801
Gruening, (907) 474-5314. For students using distance delivery you can send your papers to the
Writing Center using their Toll Free FAX 1-800-478-5246. They will FAX information back,
and also email you regarding any questions. You need to use this resource at least once during
the semester to meet writing expectations and to see what is available for students who may have
a disability. Academic Support Services including library hours, computer lab hours/services, and
writing center hours/services can be located at the following web site: http://www.uaf.edu/sssp/
Disabilities Services
The Office of Disability Services (ODS) implements the Americans with Disabilities Act (ADA),
and insures that UAF students have equal access to the campus and course materials. Disability
Services, a part of UAF’s Center for Health and Counseling provides academic accommodations
to enrolled students who are identified as being eligible for services. The UA F faculty makes
every effort to work in conjunction with ODS to provide the necessary accommodations for all
identified students enrolled in our courses. To access services, the student must provide current
disability documentation that supports the requested services. If you believe you are eligible,
please contact Disability Services on the UAF campus at 474-7043, fydso@uaf.edu, or visit
http://www.uaf.edu/chc/disability.html on the web or contact a student and enrollment services
staff person at your nearest local campus. Section 504 of the Rehabilitation Act of 1973 and the
American with Disabilities Act of 1990 mandates disability support services.
III. COURSE GOALS
1. To provide a means for students to assess their professional strengths and weaknesses.
2. To provide students with an opportunity to develop confidence in their ability to apply
professional preparation in situations, yet shelter them from full responsibility while
providing opportunities for their maximum professional growth.
3. To provide students professional experiences in actual interpersonal relationships that,
involve ethical decision making skills and the evaluation of personal motives.
Student Outcomes:
The Council for Exceptional Children (CEC) Special Education Standards
The Council for Exceptional Children (CEC) has developed 10 Special Education Standards that
should guide and inform the work of all special education teachers. You will develop a portfolio
based on the 10 Council for Exceptional Children (CEC) Special Education Standards. This
portfolio will document your ability to implement the following standards in your work with
students with disabilities:








CEC Special Education Standard 1: Foundations (demonstrate knowledge of the
philosophies, historical, and legal issues that form the foundations of special education)
CEC Special Education Standard 2: Development & Characteristics of Learners
(demonstrate knowledge of characteristics of typical and atypical learners)
CEC Special Education Standard 3: Individual Learning Differences (demonstrate
understanding of the effects disabilities can have on an individual’s learning in school
and throughout life)
CEC Special Education Standard 4: Instructional Strategies (develop and utilize
evidence-based instructional strategies to individualize instruction for individuals with
disabilities)
CEC Special Education Standard 5: Learning Environments & Social Interactions
(create learning environments for individuals with disabilities that foster cultural
understanding, safety, emotional well-being, and positive social interactions; knowledge
of typical and atypical language development and the ways in which disabilities can
interact with an individual’s experience with and use of language)
CEC Special Education Standard 6: Communication (demonstrate knowledge of
typical and atypical language development and the ways in which disabilities can interact
with an individual’s experience with and use of language)
CEC Special Education Standard 7: Instructional Planning (develop long-range
individualized instructional plans anchored in both general and special curricula)
CEC Special Education Standard 8: Assessment (demonstrate understanding of the
legal policies and ethical principles of measurement and assessment related to referral,


eligibility, program planning, instruction, and placement for individuals with disabilities,
including those from culturally and linguistically diverse backgrounds)
CEC Special Education Standard 9: Professional & Ethical Practice (act in a
professional and ethical manner)
CEC Special Education Standard 10: Collaboration (collaborate with families, other
educators, related service providers, and personnel from community agencies in culturally
responsive ways)
Evaluation: Will be determined by successful completion of all items needed for the portfolio.
A rubric, which will be posted on Blackboard, will be used to evaluate the following items:
Candidates will have to have responses to all 10 CEC standards.
Case study, which includes intervention plan to impact on learning of education supports and
services. Functional Behavioral Assessment with an appropriate Behavioral Intervention Plan.
Four Individual Education Plans (IEP) (Individualized Family Support Plan, IEP for High
Incidence disability, IEP for Low Incidence disability, and a Transition Plan).
SCHEDULE
Class 1
 Introductions
 Discuss Syllabus
 Discuss CEC Special Education Standard 1: Foundations
Class 2
 DRAFT version of CEC Special Education Standard 1: Foundations DUE TODAY!
Post DRAFT version of CEC Special Education Standard 1: Foundations to our course
Discussion Board.
 Read your partner’s DRAFT version of CEC Special Education Standard 1:
Foundations. Post your written response to your partner’s paper to our course Discussion
Board before next class.
Class 3
 DRAFT version of CEC Special Education Standard 2: Development and
Characteristics of Learners DUE TODAY! Post DRAFT version of CEC Special
Education Standard 2: Development and Characteristics of Learners to our course
Discussion Board.
 Read your partner’s DRAFT version of CEC Special Education Standard 2:
Development and Characteristics of Learners. Post your written response to your
partner’s paper to our course Discussion Board before next class.
Class 4
 DRAFT version of CEC Special Education Standard 3: Individual Learning
Differences DUE TODAY!
 Post DRAFT version of CEC Special Education Standard 3: Individual Learning
Differences to our course Discussion Board.
 Read your partner’s DRAFT version of CEC Special Education Standard 3: Individual
Learning Differences. Post your written response to your partner’s paper to our course
Discussion Board before next class.
Class 5

DRAFT version of CEC Special Education Standard 4: Instructional Strategies DUE
TODAY

Post DRAFT version of CEC Special Education Standard 4: Instructional Strategies to
course our Discussion Board.

Read your partner’s DRAFT version of CEC Special Education Standard 4:
Instructional Strategies. Post your written response to your partner’s paper to our
course Discussion Board before next class.
Class 6



DRAFT version of CEC Special Education Standard 5: Learning Environments and
Social Interactions DUE TODAY!
Post DRAFT version of CEC Special Education Standard 5: Learning Environments
and Social Interactions to course Discussion Board.
Read your partner’s DRAFT version of CEC Special Education Standard 5: Learning
Environments and Social Interactions. Post your written response to your partner’s
paper to our course Discussion Board before next class.
Class 7

DRAFT version of CEC Special Education Standard 6: Language DUE TODAY!

Post DRAFT version of CEC Special Education Standard 6: Language to our course
our Discussion Board.

Read your partner’s DRAFT version of CEC Special Education Standard 6: Language.
Post your written response to your partner’s paper to our course Discussion Board before
next class.
Class 8
 DRAFT version of CEC Special Education Standard 7: Instructional Planning DUE
TODAY!
 Post DRAFT version of CEC Special Education Standard 7: Instructional Planning to
our course Discussion Board.
 Read your partner’s DRAFT version of CEC Special Education Standard 7:
Instructional Planning. Post your written response to your partner’s paper to our course
Discussion Board before next class.
Class 9
 DRAFT version of CEC Special Education Standard 8: Assessment DUE TODAY!
Post DRAFT version of CEC Special Education Standard 8: Assessment to course
Discussion Board.
 Read your partner’s DRAFT version of CEC Special Education Standard 8:
Assessment. Post your written response to your partner’s paper to our course Discussion
Board before next class.
Class 10
 DRAFT version of CEC Special Education Standard 9: Professional and Ethical
Practice DUE TODAY!
 Post DRAFT version of CEC Special Education Standard 9: Professional and Ethical
Practice to course Discussion Board.
 Read your partner’s DRAFT version of CEC Special Education Standard 9:
Professional and Ethical Practice. Post your written response to your partner’s paper to
our course Discussion Board before next class.
Class 11
 DRAFT version of CEC Special Education Standard 10: Collaboration DUE TODAY!

Post DRAFT version of CEC Special Education Standard 10: Collaboration to course
Discussion Board.
 Read your partner’s DRAFT version of CEC Special Education Standard 10:
Collaboration. Post your written response to your partner’s paper to our course
Discussion Board before next class.
Class 12
 FINAL VERSION OF KNOWLEDGE STATEMENTS #1-10 DUE TODAY!
Instructions for Writing the Reflective Papers
You will write a 1-2 page paper reflective paper that describes how you implement each of the
ten CEC Special Education Standards in your work with students with disabilities. You will write
a total of ten papers (one paper per standard).




For a detailed instructions on how to write each of the ten papers, please refer to the
“Portfolio Development Guidelines” on pages 15-37. Your grade in this course is
based on the ten reflective papers. Your PORTFOLIO is not due until you complete
all of the required coursework for the Graduate Certificate in Special Education.
Each paper must begin with a haiku (for a brief explanation of haiku as a self-reflection
activity, please see pages 10-12).
Each paper must follow basic American Psychological Association (APA) publication
guidelines (for a brief explanation of basic APA publication guidelines, please see page
13-14).
Please refer to pages 7-9 for an example of how to write and format your papers.
Please study the example on pages 7-9 very carefully. Your paper should look the
example on pages 7-9.
EXAMPLE
CEC Special Education Standard 1:
Foundations
CC1S1: Articulate personal philosophy of special education.
Water reflecting
sky, jewel-toned, green-blue. Lava
flows. Steam. Life-cradle.
I was a special education teacher for two years at an adolescent day treatment program (ADTP)
located on the campus of Moloka‘i High and Intermediate School in rural Hawai‘i. My students,
who ranged in age from 12-18, were diagnosed with a variety of emotional and behavioral
disorders, including oppositional defiant disorder (ODD), conduct disorder, bipolar disorder,
clinical depression, and substance abuse disorder. Most were also diagnosed with specific
learning disabilities and/or attention deficit hyperactivity disorder (ADHD). All of my students
were of Native Hawaiian ancestry and most were from low-income families. Most of my students
were exposed to alcoholism and drug abuse, and many experienced domestic violence, sexual
abuse, homelessness, poor nutrition, and/or inadequate health care. Several students experienced
incarceration and/or institutionalization. Several attempted suicide.
Like the educational philosopher Nel Noddings, I believe the primary purpose of education
should be to produce kind, competent, caring, loving, and loveable human beings who are able to
live nonviolently with each other, serenely and reflectively with themselves, and in harmony with
their natural environment. My experiences on the island of Moloka‘i taught me to respect the
Native Hawaiian people’s love of the ‘āina (“land”), and I have come to believe that traditional
Hawaiian values such as aloha ‘āina (“to love the land”) and malama ‘āina (“to care for the
land”) must replace the values associated with utilitarianism – values such as materialism and
greed – if we human beings are to avoid cataclysmic earth changes and survive and thrive as a
species.
Most of my students at Moloka‘i High and Intermediate School hated school. They believed
that what we teachers taught was, at best, boring and, at worse, contemptuous of Hawaiian
cultural traditions. I, therefore decided to develop a curriculum based on Hawaiian cultural
traditions to let my students know that I valued and respected their culture.
I developed daily lessons based on Hawaiian cultural traditions. I adapted these lessons to
meet the exceptional learning needs of my students. My students and I spent half of each school
day outside and we went to the beach or the rainforest at least once a week. I think that my
students eventually came to believe that I respected their culture (and that I respected them)
because the content of most of my lessons was based on Native Hawaiian cultural traditions. I
believe that my personal philosophy of special education positively impacted the learning of my
students. My students practiced reading and writing each and every day, but they honed their
reading and writing skills while simultaneously exploring the Hawaiian culture.
Please refer to Appendix A to see an example of one of the lessons based on Native
Hawaiian cultural traditions that I adapted to meet the needs of students with disabilities.
References
Noddings, N. (2005). The challenge to care in schools: An alternative approach to
education (2nd ed.). New York: Teachers College Press.
Trask, H. K. (1999). From a native daughter: Colonialism and sovereignty in Hawai‘i
(Revised ed.). Honolulu: University of Hawai‘i Press.
Haiku as a Self-Reflection Activity
Haiku is a form of traditional Japanese poetry. Haiku are comprised of 17 syllables. The first line
of a haiku consists of five syllables. The second line consists of seven syllables. The third line
consists of five syllables. In her book “Stretching” Exercises for Qualitative Researchers, the
researcher and educator Valerie Janesick (2004) noted “haiku is the poetic form most like …
[classroom research]… because it takes its imagery from careful observations…the point is to
capture in another idiom – poetry – something about your role as” an educator (p. 98). You will
develop haiku that describe your experiences with the Council for Exceptional Children (CEC)
Special Education Standards. To paraphrase Janesick, the purpose of this activity “is to capture in
another idiom – poetry – something … [about] your role” as a special educator. You will develop
haiku that describe how you implement each of the 10 Council for Exceptional Children (CEC)
Special Education Standards in your classroom, program, and/or school.
Reference
Janesick, V.J. (2004). “Stretching” exercises for qualitative researchers (2nd ed.).
Thousand Oaks, CA: Sage.
Examples of Haiku Written by Special Education Teachers in Alaska
CEC Special Education Standard 1: Foundations
CC1K9: Impact of the dominant culture on shaping schools and the individuals who study and
work in them.
Wandering aimless
Wondering who I am
Inupiaq future
CEC Special Education Standard 2: Development & Characteristics of Learners
CC2K2: Educational implications of characteristics of various exceptionalities.
Look up, look down, lost.
Sit still, Are you kidding me?
I guess I am dumb.
CEC Special Education Standard 3: Individual Learning Differences
CC4K4: Cultural perspectives influencing the relationships among families, schools, and
communities as related to instruction.
Inupiaq schooling
History of dissonance
Does anyone hear?
CEC Special Education Standard 4: Instructional Strategies
CC4S3: Select, adapt, and use instructional strategies and materials according to characteristics
of the individual with exceptional needs.
Children not the same,
So many programs to choose,
How best to reach them?
CEC Special Education Standard 5: Learning Environments & Social Interactions
CC5S10: Use effective and varied behavior management strategies.
Locked behind school doors,
The joys of childhood, absent
Wonder, laughter, gone.
CEC Special Education Standard 6: Communication
CC6K3: Characteristics of one’s own culture and use of language and the ways in which these
can differ from other cultures and uses of language.
Saavunnaqsiruq.
It’s time to go to work now.
You go work now?
CEC Special Education Standard 7: Instructional Planning
CC7S11: Prepare and organize materials to implement daily lesson plans.
What are you teaching?
Knowledge, wisdom, learning, life.
What is effective?
CEC Special Education Standard 8: Assessment
CC8K4: Use and limitations of assessment instruments.
We’re testing, testing,
Houston, we have a problem
O.K. Test some more
CEC Special Education Standard 9: Professional & Ethical Practice
CC9K: Continuum of lifelong professional development.
Longing to know more
Deep desire burning within
Knowledge empowers
CEC Special Education Standard 10: Collaboration
CC10S11: Observe, evaluate and provide feedback to paraeducators.
Helping hands to guide
Indispensable to us
A Para-educator
American Psychological Association (APA)
Publication Guidelines
You must adhere to the following very basic American Psychological Association (APA)
publication guidelines when you write your papers on the 10 Council for Exceptional Children
(CEC) Special Education Standards (i.e., one paper per CEC Special Education Standard):
Formatting
1. Each page of your reflective papers should have 1 inch margins all around.
2. Use only 12 point Times New Roman font.
3. Indent the first line of every new paragraph 5 spaces.
4. Leave only one space after punctuation including periods.
Spacing
1. The papers should be double-spaced.
2. Your haiku should be single-spaced and centered.
3. Your references should be double-spaced with hanging indent.
References
Here are some examples of how to cite books, book chapters, journal articles, and web-sites
in the reference list that will follow each reflective paper:
Books:
Janesick, V. J. (2004). “Stretching” exercises for qualitative researchers (2nd ed.).
Thousand Oaks, CA: Sage.
Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2008). Teaching students
with special needs in inclusive settings (5th ed.). Boston, MA: Allyn & Bacon.
Book Chapters:
Duke, T. S., & Brown, J. D. (2006). Teacher as researcher: Librarian and faculty
collaboration in teaching the literature review in a distance-delivered teacher
education program. In D. Cook & T. Cooper (Eds.), Teaching information literacy
skills to social sciences students and practitioners: A second casebook of
applications (pp. 131-145). Chicago: Association of College and Research Libraries.
Journal Articles:
Duke, T. S. (2004). Problematizing collaboration: A critical review of the empirical
research on teaching teams. Teacher Education and Special Education, 27(3), 307317.
McCarthy, K. W., & Duke, T. S. (2007). The observation, documentation, and shared
reflection process: Preparing early childhood educators to teach in Alaska Native
communities. Journal of Early Childhood Teacher Education, 28(2), 97-113.
Web sites:
Alaska Native Heritage Center (n.d.). Mission. Retrieved May 22, 2005 from
http://www.alaskanative.net
Council for Exceptional Children (n.d.). Autism. Retrieved September 20, 2007 from
http://www.cec.sped.org/
University of Alaska Fairbanks
School of Education
Special Education Teacher Endorsement Program
PORTFOLIO DEVELOPMENT GUIDELINES
CEC Special Education Standard 1:
Foundations
A.
Read the following description of CEC Standard 1: Foundations.
Special educators understand the field as an evolving and changing discipline based on
philosophies, evidence-based principles and theories, relevant laws and policies, diverse and
historical points of view, and human issues that have historically influenced and continue to
influence the field of special education and the education and treatment of individuals with
exceptional needs both in school and society. Special educators understand how these influence
professional practice, including assessment, instructional planning, implementation, and program
evaluation. Special educators understand how issues of human diversity can impact families,
cultures, and schools, and how these complex human issues can interact with issues in the
delivery of special education services. They understand the relationships of organizations of
special education to the organizations and functions of schools, school systems, and other
agencies. Special educators use this knowledge as a ground upon which to construct their own
personal understandings and philosophies of special education.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 1.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 1. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC1K1
Models, theories, and philosophies that form the basis for special
education practice.
CC1K2
Laws, policies, and ethical principles regarding behavior management
planning and implementation.
CC1K3
Relationship of special education to the organization and function of
educational agencies.
CC1K4
Rights and responsibilities of students, parents, teachers, and other
professionals, and schools related to exceptional learning needs.
CC1K5
Issues in definition and identification of individuals with exceptional
learning needs, including those from culturally and linguistically diverse
backgrounds.
CC1K6
Issues, assurances and due process rights related to assessment,
eligibility, and placement within a continuum of services.)
CC1K7
Family systems and the role of families in the educational process.
CC1K8
Historical points of view and contribution of culturally diverse groups.
CC1K9
Impact of the dominant culture on shaping schools and the individuals
who study and work in them.
CC1K10
Potential impact of differences in values, languages, and customs that can
exist between the home and school.
Skill
CC1S1
Articulate personal philosophy of special education.
C.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 1) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 1) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 1)?
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Papers
o Case Studies
o Student Work Samples
D.
Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 2:
A.
Development and Characteristics of Learners
Read the following description of CEC Standard 2: Development and Characteristics of
Learners.
Special educators know and demonstrate respect for their students first as unique human beings.
Special educators understand the similarities and differences in human development and the
characteristics between and among individuals with and without exceptional learning needs.
Moreover, special educators understand how exceptional conditions can interact with the
domains of human development and they use this knowledge to respond to the varying abilities
and behaviors of individuals with exceptional learning needs. Special educators understand how
the experiences of individuals with exceptional learning needs can impact families, as well as the
individuals’ ability to learn, interact socially, and live as fulfilled contributing members of the
community.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 2.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 2. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC2K1
Typical and atypical human growth and development.
CC2K2
Educational implications of characteristics of various exceptionalities.
CC2K3
Characteristics and effects of the cultural and environmental milieu of the
individual with exceptional learning needs and the family.
CC2K4
Family systems and the role of families in supporting development.
CC2K5
Similarities and differences of individuals with and without exceptional
learning needs.
CC2K6
Similarities and differences among individuals with exceptional learning
needs.
CC2K7
Effects of various medications on individuals with exceptional learning
needs.
C.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 2) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 2) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 2)?
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Paper
o Case Study
o Student Work Samples
D.
Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 3:
Individual Learning Differences
A.
Read the following description of CEC Standard 3: Individual Learning Differences.
Special educators understand the effects that an exceptional condition can have on an
individual’s learning in school and throughout life. Special educators understand that the beliefs,
traditions, and values across and within cultures can affect relationships among and between
students, their families, and the school community. Moreover, special educators are active and
resourceful in seeking to understand how primary language, culture, and familial backgrounds
interact with the individual’s exceptional condition to impact the individual’s academic and
social abilities, attitudes, values, interests, and career options. The understanding of these
learning differences and their possible interactions provide the foundation upon which special
educators individualize instruction to provide meaningful and challenging learning for
individuals with exceptional learning needs.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 3.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 3. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC4K1
Effects an exceptional condition(s) can have on an individual’s life.
CC4K2
Impact of learners’ academic and social abilities, attitudes, interests, and
values on instruction and career development.
CC4K3
Variations in beliefs, traditions, and values across and within cultures and
their effects on relationships among individuals with exceptional learning
needs. Family, and schooling.
CC4K4
Cultural perspectives influencing the relationships among families,
schools and communities as related to instruction.
CC4K5
Differing ways of learning of individuals with exceptional learning needs
including those from culturally diverse backgrounds and strategies for
addressing these differences.
C.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 3) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 3) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 3)?
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Paper
o Case Study
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 4:
Instructional Strategies
A.
Read the following description of CEC Standard 4: Instructional Strategies.
Special educators posses a repertoire of evidence-based instructional strategies to individualize
instruction for individuals with exceptional learning needs. Special educators select, adapt, and
use these instructional strategies to promote challenging learning results in general and special
curricula and to appropriately modify learning environments for individuals with exceptional
learning needs. They enhance the learning of critical thinking, problem solving, and performance
skills of individuals with exceptional learning needs, and increase their self-awareness, selfmanagement, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize
the development, maintenance, and generalization of knowledge and skills across environments,
settings, and the lifespan.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 4.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 4. Choose ONE of the following CEC Common Core Competencies:
Skill
CC4S1
CC4S2
CC4S3
CC4S4
CC4S5
CC4S6
C.
Use strategies to facilitate integration into various settings.
Teach individuals to use self-assessment, problem solving, and other
cognitive strategies to meet their needs.
Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs.
Use strategies to facilitate maintenance and generalization of skills across
learning environments.
Use procedures to increase the individual’s self-awareness, self-management,
self-control, self-reliance, and self-esteem.
Use strategies that promote successful transitions for individuals with
exceptional learning needs.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 4) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 4) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 4)?
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Paper
o Case Study
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 5:
A.
Learning Environments and Social Interactions
Read the following description of CEC Standard 5: Learning Environments and Social
Interaction.
Special educators actively create learning environments for individuals with exceptional learning
needs that foster cultural understanding, safety and emotional well-being, positive social
interactions, and active engagement of individuals with exceptional learning needs. In addition,
special educators foster environments in which diversity is valued and individuals are taught to
live harmoniously and productively in a culturally diverse world. Special educators shape
environments to encourage the independence, self-motivation, self-direction, personal
empowerment, and self-advocacy of individuals with exceptional learning needs. Special
educators help their general education colleagues integrate individuals with exceptional learning
needs in regular environments and engage them in meaningful learning activities and
interactions. Special educators use direct motivational and instructional interventions with
individuals with exceptional learning needs to teach them to respond effectively to current
expectations. When necessary, special educators can safely intervene with individuals with
exceptional learning needs in crisis. Special educators coordinate all these efforts and provide
guidance and direction to paraeducators and others, such as classroom volunteers and tutors.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 5.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 5. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC5K1
CC5K2
CC5K3
CC5K4
CC5K5
CC5K6
CC5K7
CC5K8
CC5K9
CC5K10
Skills
CC5S1
CC5S2
CC5S3
CC5S4
CC5S5
CC5S6
Demands of learning environments.
Basic classroom management theories and strategies for individuals with
exceptional learning needs.
Effective management of teaching and learning.
Teacher attitudes and behaviors that influence behavior of individuals
with exceptional learning needs.
Social skills needed for educational and other environments.
Strategies for crisis prevention and intervention.
Strategies for preparing individuals to live harmoniously and
productively in a culturally diverse world.
Ways to create learning environments that allow individuals to retain and
appreciate their own and each others’ respective language and cultural
heritage.
Ways specific cultures are negatively stereotyped.
Strategies used by diverse populations to cope with a legacy of former
and continuing racism
Create a safe, equitable, positive, and supportive learning environment in
which diversities are valued.
Identify realistic expectations for personal and social behavior in various
settings.
Identify supports needed for integration into various program placements.
Design learning environments that encourage active participation in
individual and group activities.
Modify the learning environment to manage behaviors.
Use performance data and information from all stakeholders to make or
Knowledge
CC5S7
CC5S8
CC5S9
CC5S10
CC5S11
CC5S12
CC5S13
CC5S14
CC5S15
CC5S16
suggest modifications in learning environments.
Establish and maintain rapport with individuals with and without
exceptional learning needs.
Teach self-advocacy.
Create an environment that encourages self-advocacy and increased
independence.
Use effective and varied behavior management strategies.
Use the least intensive behavior management strategy consistent with the
needs of the individual with exceptional learning needs.
Design and manage daily routines.
Organize, develop, and sustain learning environments that support
positive intra-cultural and intercultural experiences.
Mediate controversial intercultural issues among students within the
learning environment in ways that enhance any culture, group, or person.
Structure, direct, and support the activities of paraeducators, volunteers,
and tutors.
Use universal precautions.
C.
Write a brief paper (approximately 1-2 pages in length) in which you
answer EACH of the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 5) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 5) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 5)?
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Paper
o Case Study
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 6:
Communication
A.
Read the following description of CEC Standard 6: Communication.
Special educators understand typical and atypical language development and
the ways in which exceptional conditions can interact with an individual’s
experience with and use of language. Special educators use individualized
strategies to enhance language development and teach communication skills
to individuals with exceptional learning needs. Special educators are familiar
with augmentative, alternative, and assistive technologies to support and
enhance communication of individuals with exceptional needs. Special
educators match their communication methods to an individual’s language
proficiency and cultural and linguistic differences. Special educators provide
effective language models, and they use communication strategies and
resources to facilitate understanding of subject matter for individuals with
exceptional learning needs whose primary language is not English.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 6.
B.
Write a haiku ONE of the following Common Core Competencies associated with
Standard 6. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC6K1
Effects of cultural and linguistic differences on growth and
development.
CC6K2
Characteristics of one’s own culture and use of language and the ways in
which these can differ from other cultures and uses of languages.
CC6K3
Ways of behaving and communicating among cultures that can lead to
misinterpretation and misunderstanding.
CC6K4
Augmentative and assistive communication strategies.
Skills
CC6S1
Use strategies to support and enhance communication skills of
individuals with exceptional learning needs.
CC6S2
Use communication strategies and resources to facilitate understanding
of subject matter for students whose primary language is not the
dominant language.
C.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 6) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 6) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 6):
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Paper
o Case Study
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Website
CEC Special Education Standard 7: Instructional Planning
A.
Read the following description of CEC Standard 7: Instructional Planning.
Individualized decision-making and instruction is at the center of special education practice.
Special educators develop long-range individualized instructional plans anchored in both general
and special curricula. In addition, special educators systematically translate these individualized
plans into carefully selected shorter-range goals and objectives taking into consideration an
individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic
factors. Individualized instructional plans emphasize explicit modeling and efficient guided
practice to assure acquisition and fluency through maintenance and generalization.
Understanding of these factors as well as the implications of an individual’s exceptional
condition, guides the special educator’s selection, adaptation, and creation of materials, and the
use of powerful instructional variables. Instructional plans are modified based on ongoing
analysis of the individual’s learning progress. Moreover, special educators facilitate this
instructional planning in a collaborative context including the individuals with exceptionalities,
families, professional colleagues, and personnel from other agencies as appropriate. Special
educators also develop a variety of individualized transition plans, such as transitions from
preschool to elementary school and from secondary settings to a variety of postsecondary work
and learning contexts. Special educators are comfortable using appropriate technologies to
support instructional planning and individualized instruction.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 7.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 7. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC7K1
CC7K2
CC7K3
CC7K4
Theories and research that form the basis of curriculum development and
instructional practice.
Scope and sequences of general and special curricula.
National, state or provincial, and local curricula standards.
Technology for planning and managing the teaching and learning
CC7K5
Skills
CC7S1
CC7S2
CC7S3
CC7S4
CC7S5
CC7S6
CC7S7
CC7S8
CC7S9
CC7S10
CC7S11
CC7S12
CC7S13
CC7S14
C.
environment.
Roles and responsibilities of the paraeducator related to instruction,
intervention, and direct service.
Identify and prioritize areas of the general curriculum and accommodations
for individuals with exceptional learning needs.
Develop and implement comprehensive, longitudinal individualized programs
in collaboration with team members.
Involve the individual and family in setting instructional goals and monitoring
progress.
Use functional assessments to develop intervention plans.
Use task analysis.
Sequence, implement, and evaluate individualized learning objectives.
Integrate affective, social, and life skills with academic curricula.
Develop and select instructional content, resources, and strategies that
respond to cultural, linguistic, and gender differences.
Incorporate and implement instructional and assistive technology into the
educational program.
Prepare lesson plans.
Prepare and organize materials to implement daily lesson plans.
Use instructional time effectively.
Make responsive adjustments to instruction based on continual observations.
Prepare individuals to exhibit self-enhancing behavior in response to societal
attitudes and actions.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 7) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 7) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 7):
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Paper
o Case Study
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 8:
Assessment
A.
Read the following description of CEC Standard 8: Assessment.
Assessment is integral to the decision-making and teaching of special educators and special
educators use multiple types of assessment information for a variety of educational decisions.
Special educators use the results of assessments to help identify exceptional learning needs and
to develop and implement individualized instructional programs, as well as to adjust instruction
in response to ongoing learning progress. Special educators understand the legal policies and
ethical principles of measurement and assessment related to referral, eligibility, program
planning, instruction, and placement for individuals with exceptional learning needs including
those from culturally and linguistically diverse backgrounds. Special educators understand
measurement theory and practices for addressing issues of validity, reliability, norms, bias, and
interpretation of assessment results. In addition, special educators understand the appropriate use
and limitations of various types of assessments. Special educators collaborate with families and
other colleagues to assure non-biased, meaningful assessments and decision-making. Special
educators conduct formal and informal assessments of behavior, learning, achievement, and
environments to design learning experiences that support the growth and development of
individuals with exceptional learning needs. Special educators use assessment information to
identify supports and adaptations required for individuals with exceptional learning needs to
access the general curriculum and to participate in school, system, and statewide assessment
programs. Special educators regularly monitor the progress of individuals with exceptional
learning needs in general and special curricula. Special educators use appropriate technologies to
support their assessments.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 8.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 8. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC8K1
CC8K2
CC8K3
CC8K4
CC8K5
Skills
CC8S1
CC8S2
CC8S3
CC8S4
CC8S5
CC8S6
CC8S7
Basic terminology used in assessment.
Legal provisions and ethical principles regarding assessment of
individuals.
Screening, pre-referral, referral, and classification procedures.
Use and limitations of assessment instruments.
National, state or provincial, and local accommodations and
modifications.
Gather relevant background information.
Administer nonbiased formal and informal assessments.
Use technology to conduct assessments.
Develop or modify individualized assessment strategies.
Interpret information from formal and informal assessments.
Use assessment information in making eligibility, program, and placement
decisions for individuals with exceptional learning needs, including those
from culturally and/or linguistically diverse backgrounds.
Report assessment results to all stakeholders using effective
communication skills.
CC8S8
CC8S9
CC8S10
C.
Evaluate instruction and monitor progress of individuals with exceptional
learning needs.
Develop or modify individualized assessment strategies.
Create and maintain records.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 8) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 8) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 8):
o Individual Education Program (IEP) Plan
o Transition Plan
o Lesson Plan (with Adaptations)
o Assessment Project
o Research Paper
o Case Study
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 9:
Professional and Ethical Practice
A.
Read the following description of CEC Standard 9: Professional and Ethical Practice.
Special educators are guided by the profession’s ethical and professional practice with
exceptional learning needs their families, colleagues, and their own professional growth. Special
educators view themselves as lifelong learners and regularly reflect on and adjust their practice.
Special educators are aware of how their own and others standards. Special educators practice in
multiple roles and complex situations across wide age and developmental ranges. Their practice
requires ongoing attention to legal matters along with serious professional and ethical
considerations. Special educators engage in professional activities and participate in learning
communities that benefit individuals attitudes, behaviors, and ways of communicating can
influence their practice. Special educators understand that culture and language can interact with
exceptionalities, and are sensitive to the many aspects of diversity of individuals with exceptional
learning needs and their families. Special educators actively plan and engage in activities that
foster their professional growth and keep them current with evidence-based best practices.
Special educators know their own limits of practice and practice within them.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Competencies associated with Standard 9.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 9. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC9K1
CC9K2
CC9K3
CC9K4
Skills
CC9S1
CC9S2
CC9S3
CC9S4
CC9S5
CC9S6
CC9S7
CC9S8
CC9S9
CC9S10
CC9S11
CC9S12
C.
Personal cultural biases and differences that affect one’s teaching.
Importance of the teacher serving as a model for individuals with
exceptional learning needs.
Continuum of lifelong professional development.
Methods to remain current regarding research-validated practice.
Practice within the CEC Code of Ethics and other standards of the
profession.
Uphold high standards of competence and integrity and exercise sound
judgment in the practice of the professional.
Act ethically in advocating for appropriate services.
Conduct professional activities in compliance with applicable laws and
policies.
Demonstrate commitment to developing the highest education and
quality-of-life potential of individuals with exceptional learning needs.
Demonstrate sensitivity for the culture, language, religion, gender,
disability, socio-economic status, and sexual orientation of individuals.
Practice within one’s skill limit and obtain assistance as needed.
Use verbal, nonverbal, and written language effectively.
Conduct self-evaluation of instruction.
Access information on exceptionalities.
Reflect on one’s practice to improve instruction and guide professional
growth.
Engage in professional activities that benefit individuals with
exceptional learning needs, their families, and one’s colleagues.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 9) in my work with individuals with exceptional
learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 9) to positively impact the learning experience of students with
exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 9):
o Individual Education Program (IEP) Plans
o Transition Plan
o Integrated Unit (with Adaptations)
o Assessment Project
o Research Papers
o Case Studies
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Websites
CEC Special Education Standard 10: Collaboration
A.
Read the following description of CEC Standard 10: Collaboration.
Special educators routinely and effectively collaborate with families, other educators, related
service providers, and personnel from community agencies in culturally responsive ways. This
collaboration assures that the needs of individuals with exceptional learning needs are addressed
throughout schooling. Moreover, special educators embrace their special role as advocate for
individuals with exceptional learning needs. Special educators promote and advocate the learning
and well being of individuals with exceptional learning needs across a wide range of settings and
a range of different learning experiences. Special educators are viewed as specialists by a myriad
of people who actively seek their collaboration to effectively include and teach individuals with
exceptional learning needs. Special educators are a resource to their colleagues in understanding
the laws and policies relevant to Individuals with exceptional learning needs. Special educators
use collaboration to facilitate the successful transitions of individuals with exceptional learning
needs across settings and services.
Beginning special educators demonstrate their mastery of this standard through the mastery of
the CEC Common Core Competencies associated with Standard 10.
B.
Write a haiku about ONE of the following Common Core Competencies associated
with Standard 9. Choose ONE of the following CEC Common Core Competencies:
Knowledge
CC10K1
CC10K2
CC10K3
CC10K4
Models and strategies of consultation and collaboration.
Roles of individuals with exceptional learning needs, families, and school
and community personnel in planning of an individualized program.
Concerns of families of individuals with exceptional learning needs and
strategies to help address these concerns.
Culturally responsive factors that promote effective communication and
collaboration with individuals with exceptional learning needs, families,
school personnel, and community members.
Skills
CC10S1
CC10S2
CC10S3
CC10S4
CC10S5
CC10S6
CC10S7
CC10S8
CC10S9
CC10S10
CC10S11
C.
Maintain confidential communication about individuals with exceptional
learning needs.
Collaborate with families and others in assessment of individuals with
exceptional learning needs.
Foster respectful and beneficial relationships between families and
professionals.
Assist individuals with exceptional learning needs and their families in
becoming active participants in the educational team.
Plan and conduct collaborative conferences with individuals with
exceptional learning needs and their families.
Collaborate with school personnel and community members in integrating
individuals with exceptional learning needs into various settings.
Use group problem solving skills to develop, implement and evaluate
collaborative activities.
Model techniques and coach others in the use of instructional methods and
accommodations.
Communicate with school personnel about the characteristics and needs of
individuals with exceptional learning needs.
Communicate effectively with families of individuals with exceptional
learning needs from diverse backgrounds.
Observe, evaluate and provide feedback to paraeducators.
Write a brief paper (approximately 1-2 pages in length) in which you answer EACH of
the following questions:

How do I currently demonstrate my understanding of ONE of the CEC Common Core
Competencies (associated with Standard 10) in my work with individuals with
exceptional learning conditions and their families?

How have I used my knowledge of ONE of the CEC Common Core Competencies
(associated with Standard 10) to positively impact the learning experience of students
with exceptional learning needs?

Which of the following artifacts demonstrates my understanding of ONE of the CEC
Common Core Competencies (associated with Standard 10):
o Individual Education Program (IEP) Plans
o Transition Plan
o Integrated Unit (with Adaptations)
o Assessment Project
o Research Papers
o Case Studies
o Student Work Samples
D. Cite AT LEAST one scholarly source. Scholarly sources include:
o Journal Articles
o Books
o Book Chapters
o Website